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MYP 4 unit planner (Dec+Jan)

Unit title	Human Physiology : Breathing
Teacher(s)	Mrs. Nandini Verma
Subject and grade level	Science MYP IV
Time frame and duration	1 month

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus Which area of interaction will be our focus? Why have we chosen this?		Significant concept(s) What are the big ideas? What do we want our students to retain for years into the future?
ATL’S- Information literacy, communication & Thinking Skills Health and social education Respiratory disorders due to habits or habitat. Environments Study of effects of smoking on health.This is a common problem prevailing in society.		Breathing is the greatest pleasure in life.

MYP unit question

How is smoking related to heart disease,emphysema, brochitis & lung cancer ?

Assessment

What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?

Task- You are a member of a new scientific crew who use nano technology to perform surgery on patients who have respiratory tract diseases Your mission is to take your crew into a patient’s respiatory system of a chain smoker until you reach an abnormal growth in the wall of the lung by using an endoscope (bronchiscopy).Your crew will use laser technology to operate that part of lung..
1. Each of you, for legal reasons, must keep a log of your trip which includes a description of
the entire passage to demonstrate that you have checked the system. See check list.
2. Your cameras will produce pictures which you must include to confirm the state of the
system as you pass through each part.
3. Describe what lasers do you to operate the undesirable growth (tumer). ..

Which specific MYP objectives will be addressed during this unit?

Criterion A One World
• describe and discuss ways in which science is applied and used to solve local and global problems
• describe and evaluate the benefits and limitations of science and scientific applications as well as their
effect on life and society
• discuss how science and technology are interdependent and assist each other in the development of
knowledge and technological applications
• discuss how science and its applications interact with social, economic, political, environmental, cultural
and ethical factors

Criterion B Communication:
• communicate scientific information using a range of scientific language
• communicate scientific information using appropriate modes of communication
• present scientific information in a variety of formats, acknowledging sources as appropriate
• demonstrate honesty when handling data and information, acknowledging sources as appropriate
• use where appropriate a range of information and communication technology applications to access,
process and communicate scientific information

Which MYP assessment criteria will be used?

Criterion A- One World
Criterion B- Communication in science

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
Lung structure,ventilation of lungs, gaseous exchange, respiratory surfaces smoking &respiratory disorders. Research & thinking skills will be focussed through measuring the volume of air breathed in & out.
Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
New approaches to learning are built through each days work like discussions & activities and formative assessments consist of evaluating how well that approach matched learner’s abilities and needs. For Summative Reflection students identify things they learned about how they learn best. ATL Skill areas : Communication, Information literacy, Thinking skills Subject specific skills: Inferring skills, Research skill & thinking skills will be developed by giving them an opportunity to visit Choithram Hospital to inquire about the harmful effects of smoking from doctors & patients. They also visit Resource centre to collect the information on the topic..
Learning experiences How will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know?	Teaching strategies How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
· Task –sheet will be provided well in advance. (rubrics). The following exemplars, students will see so that they understand what is required? Assessment Criteria Rubrics for summative assessment Knowledge acquisition: discussion and explanation in the class. Previous knowledge will be judged through class interaction.	. Monitoring the gradual acquisition of skills through class discussion ,worksheets and class tests. Activities : Spirometry Smart class module on respiratory tract &ventilation of lungs. Formative assessment : Effect of exercises on breathing. Summative assessment will be done through the task assinged on the topic .
Resource What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
Computers for Internet research Library for periodical research Documentation guides for bibliography Through class discussion, classroom smart class resources, lab activities/resources.

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

Possible connections

How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?

LP

MYP 4 unit planner (Dec+Jan)

Unit title

Human Physiology : Breathing

Area of interaction focus

Significant concept(s)

MYP unit question

Assessment

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

Approaches to learning

Learning experiences

Teaching strategies

Resource

Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachers

Possible connections